Expo — le tour des pays de la francophonie



A Social Studies and Language Arts project, called Expo, has become a tradition in grade six late French immersion. January until May is dedicated to research, note taking, writing, editing and visual projects, all focused on one of the Francophone countries of the world, which make up la Francophonie. So just what is the //Francophonie// ?
In partners or small groups, students choose a Francophone country they would like to learn more about. Each week students generate thoughtful questions around a topic that interests them. Students use the Internet to locate information about their chosen topic and take notes. Using the information found, students create a draft trying to answer as many questions as they can. The draft is edited and then published. A visual art project accompanies each topc.
Expo is an 8 - 10 week project, in which each week a different student chosen topic is researched and responded to. At the end, an exposition of the countries is hosted. Students, acting as ambassadors to their countries, teach visiting classes, families and guests about their country.

Expo — le tour des pays de la francophonie



Alors qu'est-ce la francophonie?
Carte de la francophonie internationale
Drapeauxdes régions de la Francophonie internationale

Expo — le tour des pays de la francophonie



Dear Students
Throughout this project you will ask burning questions to go with a topic that you choose to research about your country. You'll use the Internet to try to find some answers from French websites to your questions and will take notes. From your notes, you'll write a draft in paragraph format, edit it with two peers and your teacher and then publish a final copy. You'll also chose a visual art project to accompany your subject. You will carefully collect your weekly topics in a box.
You will be working in groups of 2 or 3 and will share the work. Remember you are all on the same team and that your goals are the same. You'll be asked to follow a weekly plan and will be evaluated according to the weekly evaluation.
After researching roughly 10 different subjects to go with your country, you will be asked to assemble a pavillion. As an ambassador to your country, you will be ready to respond in French and in English to any questions regarding your topics that visitors may ask.

Expo — le tour des pays de la francophonie



Below are a few links that will help students begin to research their francophone countries. It is expected that students only use French resources for this project and to keep a running bibliography. Remember a simple google search will probably consist of the country in parentheses and the topic in parentheses — "Laos""cuisine". It is expected that students will contribute two or three useful resources to this page by emailing Mme C the URL and title. Some areas to look for are audios of the national anthem or music, virtual tours, photographs and maps, and any topic this list.



Ressources



l'Algérie —
la Belgique —
le Camboge —
le Canada —
  • Canadiana— site bilingue sur les ressources canadiennes
Le Nouveau- Brunswick
Le Québec
le Congo — Due to a civil war Congo is divided into the Republic of Congo and Congo-Brazzaville
Republique de Congo —
le Congo - Brazzaville —
la Côte d’Ivoire —
l"Egypte —
la France —
la Haiti —
l'Île Maurice —
le Laos —
le Liban —
la Libye —
la Louisiane —
le Luxembourg —
la Madagascar —
le Mali —
le Maroc —
le Niger —
la Polynésie et Tahiti —
la République Dominicaine —
le Sénégal —
la Suisse —
la Syrie —
le Tchad —
la Tunisie —
le Vietnâm —







Quelques sujets à rechercher • Possible research subjects
|| * Climat: températures régionales et/ou saisonnières, précipitations
  • Faits généraux: Capitale, Hymne Nationale, Drapeau, Fleur nationale,etc.
  • Comparer avec le Canada
  • Gouvernement: type, chef, organisations, droits et responsabliités
  • Histoire: dates, explorations, établissement, etc.
  • Célébrités: chanteurs, acteurs, scientifiques,etc
  • Agriculture: importations et exportations
  • Transport/Communications: chemins de fer, aéroports, course d’eau, radio, télévision, télécommunications
  • Places à visiter: monuments, musées, sites historiques, etc.
  • Villes importantes: populations, grandeur, etc
  • La Mode: les vêtements
  • Services
  • Habitations: maisons, façon de vivre
  • Les dix personnes les plus importantes
  • Emplois/travail typique
  • Ressources Naturelles
  • Faune/Flore
  • Nourriture
  • Culture
  • Topographie
  • Industries
  • Ressources humaines
  • Religions/Croyances
  • Géographie
  • Langues parlées
  • Vacances/Fêtes
  • Guerres
  • Monnaie
  • Education
  • Evènements importants/annuels
  • Sports et loisirs
  • Passe-temps favoris
  • Politiciens célèbres
  • Art
  • Économie
  • Lois


Idées pour la présentation visuelle • Ideas for art projects—
Il faut un projet différent pour chaque semaine • Each week needs a different project
|| * Dépliant
  • Diorama
  • Jeu
  • Collage
  • Bande dessinée
  • Carte postale
  • Journal
  • Artéfacts
  • Mots croisés
  • Maquette
  • Campagne publicitaire pour un produit
  • Costume
  • Photos
  • Album
  • Musique
  • Danse
  • Lettre au/du Consulat
  • Livre d’histoires
  • Graphiques, diagrammes
  • Critique d’un film/album
  • Sculpture
  • Vidéo
  • Dessins
  • Carte routière
  • Mobile
  • Carte politique



Le Plan de la Semaine • Weekly Schedule—
Chaque semaine les élèves planifient leur travail selon ce plan. Each week students will plan their work and will use the following organizer.
Nom:_ Date:
Pays:_ Sujet:
Visuel:
Tuesday in class I will:
· Research the following questions:
1.

2.
_
3.
4.
5.
· Take notes using the following reference materials.
Write your bibliography for the week here:
1.
2._
3.

4.

5.

· Think of an idea for the visual project for this week
· Write in my journal de refléxion
Wednesday in class I will:
Use the evaluation rubrics for taking notes to make sure I have completed all the parts
· Continue researching and taking notes for my questions.
· Revise my questions if necessary
· Hand in les mots-clés to Mme C.
· Make a list of the materials I need for my visual project and then collect them
· Write in my journal de refléxion
Thursday in class I will:
· Write a draft from my notes
· Ask two friends to correct my work
· Revise and edit my draft according to the evaluation criteria
· Hand in my draft to Mme C.
· Work on my visual project
· Write in my journal de refléxion
Friday in class I will:
· Work on my visual project
Monday and Tuesday in class I will
· Type andhand in my typed work and visual project
· Write in my journal de refléxion
· Plan the next section of the project and know what is required of me to help my partner(s).
· Generate a list of 8 - 10 questions on our weekly topic

Pays:
_ nom:_
Sujet:___ Total /25
L’échelle d’évaluation
|| 1
2,5
3
4
5
Peu d’effort
Satisfaisant
Bien
Très bien
Exceptionnel
Very little effort
Satisfactory
Good
Very Good
Excellent

Les mots-clés /5
· information relié au sujet (beaucoup de details et/ou exemples)
· les ressources (livres, encyclopédie, sitesweb) en forme de bibliographie
· une liste ou une toile avec un titre sur chaque catégorie
· pas de phrases ou mots anglais
· attention à l’orthographe et aux accents
Le brouillon /10
· lisible et écrit à double interligne
· inclut les mots-clés
· information relié au sujet (beaucoup de details et/ou exemples)
· beaucoup de détails dans ton écriture (adjectifs, adverbes, etc.)
· révision par toi et par deux autres personnes
· attention à l’orthographe et aux accents
· attention aux masculin/féminin et aux pluriels
· attention aux verbes conjugués et à l’infinitif
· les adjectifs s’accordent avec les noms communs
· fait du sens (ordre des mot)
La copie finale /10
· attention à l’orthographe et aux accents
· attention aux masculin/féminin et aux pluriels
· attention aux verbes conjugués et à l’infinitif
· les adjectifs s’accordent avec les noms communs
· attention à la ponctuation et les lettres majuscules
· les phrases font du sens (ordre des mots)
· les fautes du brouillon ne sont plus là
· c’est taper à l’ordinateur
· il y a beaucoup de détails dans ton écriture (adjectifs, adverbes, etc.).
· remis à l’heure
Leçon 1
Recherche et dessine une carte physique de ton pays francophone
Il faut avoir
· une légende
· l'altitude et profondeur de l'eau
· une échelle
· un rose de vent
· les coordonnées alphanumériques (H–2)
· les coordonnées géographiques (latitude, longitude)
· terrains étiquettés
· eaux étiquettées
· les frontières avec les pays voisins (montre un peu de ces pays voisins aussi)
· les couleurs vives et foncées
· effacé le crayon de mine
· l'écriture lisible
· utilisé toute la page
· suivi les directives
Il faut être propre
Total /16

Leçon 2
Votre tâche est de créer un dépliant qui représente votre pays. N’oubliez pas le but qui est de convaincre les touristes d'y aller visiter.
Votre groupe doit développer un dépliant qui inclut les éléments suivants —
· Une description détaillée des sites touristiques
· Un couvert attirant
· Les images appropriées
· Les titres
· Les sections bien divisées
· Les couleurs différentes
· Un bon français
Attention il faut faire attention aux images que vous empruntez de l’internet. Il faut avoir la permission des auteurs avant de les utiliser
Evaluation Rubric for Travel Brochure
noms:___


1
2
3
4
Grammar
There are several grammatical mistakes in the brochure even after feedback from an adult.
There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.
There are no grammatical mistakes in the brochure after feedback from an adult.
There are no grammatical mistakes in the brochure.
Organization
Less than half of the sections of the brochure have a clear beginning, middle and end.
Most sections of the brochure have a clear beginning, middle and end.
Almost all sections of the brochure have a clear beginning, middle and end.
Each section in the brochure has a clear beginning, middle, and end.
Accuracy
Fewer than 80% of the facts in the brochure are accurate.
89-80% of the facts in the brochure are accurate.
99-90% of the facts in the brochure are accurate.
All facts in the brochure are accurate.
Sources
Sources are not documented accurately or are not kept on many facts and graphics.
Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.
Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.
Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.
Graphics/Pictures
Graphics do not go with the accompanying text or appear to be randomly chosen.
Graphics go well with the text, but there are too few and the brochure seems "text-heavy".
Graphics go well with the text, but there are so many that they distract from the text.
Graphics go well with the text and there is a good mix of text and graphics.
Attractiveness & Organization
The brochure's formatting and organization of material are confusing to the reader.
The brochure has well-organized information.
The brochure has attractive formatting and well-organized information.
The brochure has exceptionally attractive formatting and well-organized information.


Are you ready for EXPO???? Due:
Do you need — desks, extension cords, tv & vcr, ghetto blaster, wall space, etc.



How will your info be displayed — 6 boxes or presentation boards or on a variety of different boxes on tables, etc.



How will you create a 3-D effect with your presentation? How will your information be presented in a creative manner? How will your pavilion catch the eye of visitors to your exhibit?



Checklist to be completed by
_
1. _ Minimum of drafts have been evaluated
2. _ Minimum of 7 visuals that you have created have been evaluated
3.
_ Big letters for the title of your country for your pavilion
4. _ Maps
5.
_ Bibliography, resources and related web sites are ready to display
6. _ Poster to advertise EXPO for the hallway
7.
_ Button with your name, country and the languages you speak
8. _ You have practices answering 15-20 questions about your exhibit at home and at school. You are able to answer in both English and French. You are able to express all new vocabulary in both languages.
9.
_ You have prepared a costume that you will wear from recess to lunch and the evening of May 27
10. _ You have planned to prepare food that you will bring ONLY for the evening presentation
Be prepared to set up your exhibit in our classroom on
, May at _:00. We will be presenting our exhibition from _ — _. Please be prepared to take home all of your work and artifacts afterwards
A parent may come and help you to set up your pavilion on the morning of at 9:00. Your parent (s) may also help you prepare your boxes/presentation boards at home if necessary. Please go through this check list at home and remember to practice speaking about your exhibit. Do not forget that you are the curator of this exhibit. You must be knowledgeable about your chosen topic.
Please ensure that all info is glued on to some sturdy backing before 9:00 a.m. on
_ morning.
Letter to Parents
Chers parents —
As you know, during the past few months students have been engaged in a major project on Francophone countries in Social Studies, Computers, Art and French. Our Social Studies unit if finally coming to an end. We have covered many different topics, and we are now in the process of mounting our displays for an exposition and celebration of our learning. Should you be able to provide your child with a table cloth, masking tape and string, it would be greatly appreciated. As well, students are expected to wear a costume representative of their studies as well as have some food items for adult visitors only.
We are inviting you to come and visit our Francophone country pavillions on May , 2005 from to and from to in the .
We are looking forward to your visit.
La classe de division __




Webquests are readily available to assist teachers teaching la francophonie. Below are just a few that are readily available on the Internet.
Webquests for French as a Second Language Classes
· A Comparative Study
· Allons a Paris
· Allons en France
· Bon Appetit!
· Create a Travel Brochure (7-12)
· Discover France (MS)
· French Speaking Countries WebQuest
· Joan of Arc
· Le Magrheb (Fr. III)
· Musee des Beaux Arts
· Paris (Fr. I)
· Les pays francophones(Fr. I)
· Les voyageurs du Quebec
· Voyage au Quebec
· Tour Québec


Grade Six Late French Immersion Prescribed Learning Outcomes
Language Arts
  • Use French for a variety of purposes to gain understanding of self, language and French culture — discussions, presentations, peer and buddy reading
Reading
  • Read and understand a variety of creative works with visual and contextual support, and respond to them in a personal way
  • Develop a variety of strategies to assist in comprehension (anticipate, predict, retell, following directions, infer, summarize, draw conclusions and respond critically and confirm meaning)
  • Increase fluency and expression in reading
  • Locate, interpret, manage and organize information

Writing —
  • Effectively communicate ideas and information in a written form
  • Demonstrate increased control over the use of sentence structures and begins to vary the beginning of sentences and the structures of clauses: Group ideas into paragraphs
  • Use a given list of criteria to revise drafts
  • Edit work using the skills acquired to date
  • Develop a logical sequence in writing — beginning, middle and end
Listening/Viewing —
  • Listen and view purposefully to develop understanding — presentations, drama, discussion and conversations
  • Listen to and view real-life events such as presentations, conversations, discussions, TV, and music to develop understanding of French language and culture
Social Studies
Knowledge/Concepts —
  • Develop framework of skills and learning processes that can be used across all subjects and curricula like Expo
Skills —
  • Research and present information in a variety of styles that include oral, written and visual expression
  • Gather and organize information in a structured framework that allows for creativity and diversity
  • Acquire and use vocabulary related to each theme
  • Choose appropriate visual representations to enhance oral and written reports
  • Locate required information in French
  • Organize information from a variety of sources
  • Think critically, evaluate information, and practice effective communications
Attitude —
  • Work both independently and co-operatively
  • Empathize with other cultures
  • Respect human equality and cultural diversity

Fine Arts
Knowledge/Concepts —
  • Help us understand society, culture and history
  • Contribute to the intellectual, aesthetic, emotional, social and physical development of self through visuals
Skills—
  • Use the principles of art and design to create personally meaningful images
  • Collaborate to develop group displays
  • Create images for a purpose using different forms and styles
  • Create images using observation, memory and imagination
  • Demonstrate the ability and willingness to try unfamiliar materials and processes as well as use familiar materials and processes in other ways
Attitude —
  • Develop a sense of pride in presenting visually pleasing assignments
  • Willingly participate in the process
  • Demonstrate respect for their own work and the work of others
Personal Planning —
  • Identify and select time management and planning strategies that are personally relevant
Technology
  • Become increasingly sophisticated in choice and use of technologies
  • Use different programs and templates
  • Use the internet as an educational tool to build a bridge to French language & culture
  • Enter, save, modify and retrieve information using a variety of software
  • Use different tools to electronically edit an assignment
  • Use appropriate keyboard techniques to enter information

Social Studies PLO
http://www.bced.gov.bc.ca/irp/ssk7/apa6.htm